Instructional Design Learning TheoryThe instructions created by teachers and trainers in different education and training institutions, as well as in the training programs of different organizations, which include the "educational experiences which help to bring about a better learning experience by enabling and making the process of acquiring related and relevant knowledge and skills more efficient, attractive and effective for the learner; it is known as “Instructional Design”. " as Learning Theory, Pedagogical Theory and Didactic Theory. The connection between learning theory and educational practice was proposed and imagined by John Dewey (1910). But it was Edward Thorndike (1913) who explored the different principles associated with learning theory, which teachers can use and apply directly to design their teaching materials. There are two theories, namely "Processing Theory" and "Linking Theory" which builds a bridge for the transition between instructional design process, learning theory, instructional design methodology and instructional theory. I selected "Processing Theory" to describe how it can be applied to the design of instructional materials. Elaboration Theory (Reigeluth and Stein, 1993) is the learning theory of instructional design, which aims for teachers and trainers to focus on "how to teach" rather than focusing on "how and why". people learn different things. The main concern of elaboration theory is the organization of the instructional material and the structure provided by the instructor (especially teachers). Here the focus is shifted to organization and structure rather than material. Problems that can arise from using invalid learning theory when designing instructional materials include the following: • Instructions can be confusing and inconsistent for students. Inconsistency can lower students' motivation along with their learning experience. • Teaching materials when they are not organized and structured according to the learning theory of instructional design; the teacher may miss some points here and there and thus the learning and teaching process remains incomplete and the knowledge acquisition process becomes ineffective. • The overall relationship between different parts of a specific teaching material cannot be established and taught to the student effectively and so the whole teaching process fails; if invalid learning theory is used when designing instructional materials.